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Course DetailsEdit

ContactsInstructors:

Julian Chambliss | C705 Wells Hall | [email protected] Leon | 342 Old Horticulture | [email protected]

Meeting place: 217 Berkey HallHumanities Commons: Group and site

Course Description:Broadly defined digital humanities involve the intersection of digital technology andhumanities practice. This course examines the major issues that frame contemporaryconcerns about the intersection of digital methodology and humanities practice. Beyondthe what, we want to consider the why of digital humanities in scholarly practice. How canwe use the power of digital tools to enhance our humane pursuits? What are the benefits ofa digital methodology within a scholarly project? What audiences do we seek to engagewith when we engage with digital practice? How does the public humanities practicegrounded in digital humanities differ from public scholarship in previous generations?

In the course of the semester, together we will experiment with a full range of digitalmethods and tools, always emphasizing the relationship between these methods and thescholarly questions that are central to our work. Not all of these experiments will goflawlessly, so a willingness to be uncomfortable is essential. One of the core goals of thiscourse is for us to learn how to make mistakes with these approaches and then learn torecover and keep trying new things. Not every approach will be appropriate for yourresearch agenda, but you will come away from the semester with an awareness of the arrayof possibilities and some sense of the those that will be important for you.

MSU DH865/HST812MSU DH865/HST812Course DetailsCourse Details ScheduleSchedule Major AssignmentsMajor Assignments PoliciesPolicies StudentsStudents

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MSU DH865/HST812 https://msudhseminar.hcommons.org/

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Major AssignmentsEdit

At a minimum, each enrolled student is expect to read the assigned readings prior to class,to attending all class meetings, and to actively participating in all class discussions. Inaddition, students will complete the following major assignments:

Digital Self: Create a Digital Presence10 process posts over the course of the semester (4 points each = 40 points) DueSaturday by midnight of the week assigned.Reflective essay about process at the end: May 8 (10 points)

Digital ReviewClass draft: January 16 (5 points)HASTAC revision: April 10 (5 points)

ODH Project Proposal with prototypeProposal abstract: March 13 (10 points)Proposal and prototype: May 8 (30 points)



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Major Assignments | MSU DH865/HST812 https://msudhseminar.hcommons.org/major-assignments/

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ScheduleEdit

** Please bring a laptop to each course meeting

January 9: Intro and Set up

Susan Hockey, “The History of Humanities Computing” in A Companion to DigitalHumanities (2004). MSU Library Access.Sharon Leon, “Returning Women to the History of Digital History,” Bracket (May 30,2017) https://www.6floors.org/bracket/2016/03/07/returning-women-to-the-history-of-digital-history/Melih Bilgil, History of the Internet (2009) (video – 8:10)Miriam Posner, Stewart Varner & Brian Coxall, “Creating Your Web Presence,”Chronicle of Higher Education (2/14/11)Lauren Tilton et al., “Introduction: American Quarterly in the Digital Sphere,”American Quarterly 70, no. 3 (September 29, 2018): 361–70, https://doi.org/10.1353/aq.2018.0026.

Activities:

Sign up for web hosting with Reclaim Hosting ($30 for a single domain name).One-click install of WordPress.Configure and customize your blog. (Review the WordPress Documentation.)Explore File management with the C-Panel.Sign up for Twitter. Use #DHMSU to back channel about the course.Install Zotero. (Review the Documentation.)Set-up Zotero syncing.Install Tropy.Introduce yourself on your blog — first post.

January 16: Why Digital?

William Thomas, “Writing A Digital History Journal Article from Scratch: AnAccount” (2007)Edward Ayers, “Does Digital Scholarship Have a Future?” Educause Review (August5, 2013)“Digital History & Argument White Paper – Roy Rosenzweig Center for History andNew Media.” Accessed December 21, 2018. https://rrchnm.org/argument-white-paper/.


Schedule | MSU DH865/HST812 https://msudhseminar.hcommons.org/schedule/

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Miriam Posner, “How did they Make that?” http://miriamposner.com/blog/how-did-they-make-that/AHA Digital Scholarship Evaluation Guidelines https://www.historians.org/teaching-and-learning/digital-history-resources/evaluation-of-digital-scholarship-in-history/guidelines-for-the-professional-evaluation-of-digital-scholarship-by-historiansMLA Digital Scholarship Review Guidelines https://www.mla.org/About-Us/Governance/Committees/Committee-Listings/Professional-Issues/Committee-on-Information-Technology/Guidelines-for-Evaluating-Work-in-Digital-Humanities-and-Digital-MediaJAH Digital History Project Review Guidelines: http://jah.oah.org/submit/digital-history-reviews/

Activities:

Draft a review rubric: What should scholars consider when they review digital work?Review and summarize the existing digital materials related to your work (Compile alist of key resources; post to your blog.)Write a blog post that includes a review of a digital project, provides your rubric, andreflects on the materials and activities for the week. [Revise for HASTAC]

January 23: Structured and Unstructured Digital Data Work

Catherine D’Ignazio, and Lauren Klein, Data Feminism (MIT Press, 2018):https://bookbook.pubpub.org/data-feminismTheimer, Kate. “Archives in Context and as Context.” Journal of Digital Humanities,Vol 1 No 2, Spring 2012. http://journalofdigitalhumanities.org/1-2/archives-in-context-and-as-context-by-kate-theimer/Trevor Owens, “Defining Data for Humanists: Text, Artifact, Information orEvidence?,” Journal of Digital Humanities 1, no. 1 (March 16, 2012),http://journalofdigitalhumanities.org/1-1/defining-data-for-humanists-by-trevor-owens/Posner, Miriam. “Humanities Data: A Necessary Contradiction.” Miriam Posner’sBlog, June 25, 2015. http://miriamposner.com/blog/humanities-data-a-necessary-contradiction/Simon Tanner, “Deciding whether Optical Character Recognition is feasible” (2004)Ian Milligan, “Illusionary Order: Online Databases, Optical Character Recognition,and Canadian History, 1997–2010,” Canadian Historical Review 94, 4, December2013, pp. 540-569 (focus on 558-569)Santa Barbara Statement on Collections as Data.https://collectionsasdata.github.io/statement/“Recommended Format Specifications,” Library of Congress.JISC Digital Media, “infokit: Metadata” [Depricated; Sorry. Try Anne Gilliland’schapter “Setting the Stage” in Introduction to Metadata, Third Edition, edited byMurtha Baca (Los Angeles, CA: Getty Research Institute, 2016).]

Activities:


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Unstructured and Structured Data: Compare Chronicling America transcriptions tothose from Documenting the American South (HTML and TEI)Structured Data: Metadata and Rectangular Data

Dublin Core Metadata: DPLAReceived Structured Collections Data: Cooper Hewitt Smithsonian DesignMuseum Collections Data. (Sample object data.)Derived Structured Data: Jesuit Plantation Project Transaction Data

Creating and Cleaning DataPrinciples of Tidy Data [Wickham, Hadley. “Tidy Data.” Journal of StatisticalSoftware 59, no. 10 (August 2014). http://www.jstatsoft.org/v59/i10/paper. p.4]:

Each variable forms a column.1. Each observation forms a row.2. Each type of observational unit forms a table.3.

Groot, Len De. “Intro to Cleaning Data.” Knight Digital Media Center, 2014.http://multimedia.journalism.berkeley.edu/tutorials/cleaning-data/McMichael, A. L. “Intro to Data Cleaning and Visualization Tools Handout.” GCDigital Fellows, March 17, 2014. http://digitalfellows.commons.gc.cuny.edu/2014/03/17/intro-to-data-cleaning-and-viz-handout/Open Refine: Seth van Hooland, Ruben Verborgh, and Max De Wilde, “CleaningData with Open Refine,” The Programming Historian, 2013-08-05,https://programminghistorian.org/en/lessons/cleaning-data-with-openrefine.

Some Sample Data Sets and Appliances:

Alan Lui’s Data Collections and Data SetsPenn Museum of Archaeology and Anthropology Collections DataGoogle Books Data Set (For use on campus. Created by Devin Higgins at MSULibraries.)Text Assembler (Data sets from contemporary news via lexus nexus. Also from MSULibraries — Devin Higgins, Megan Kudzia, and Thomas Padilla.)

Homework:

Write a reflective post on historical data and your digital work.

January 30: Audience and Engagement (Julian away)

Moravec, Michelle. “Feminist Research Practices and Digital Archives.” AustralianFeminist Studies 32, no. 91–92 (April 3, 2017): 186–201. https://doi.org/10.1080/08164649.2017.1357006.Kim Christen, A Community of Relations: Mukurtu Hubs and Spokes.” co-authoredwith Alex Merrill and Michael Wynne, D-Lib Magazine, vol (23), number 5/6,May/June 2017.Kim Christen, Tribal Archives, Traditional Knowledge, and Local Contexts: Why the“s” Matters. Journal of Western Archives. 2015, Vol. 6, Issue. 1, Article 3.Local Contexts, Traditional Knowledge Labels, http://localcontexts.org/Bill Adair, Benjamin Filene, and Laura Koloski, eds., Letting Go?: Sharing Historical


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Authority in a User-Generated World (Philadelphia: The Pew Center for Arts &Heritage, 2011). View PDFMia Ridge, “Digital Participation, Engagement and Crowdsourcing in Museums,”London Museums Group, August 15, 2013.Tim Causer and Valarie Wallace, “Building a Volunteer Community; Results andFindings from Transcribe Bentham,” Digital Humanities Quarterly 6:2 (2012).Shlomo Goltz, “A Closer Look At Personas: What They Are And How They Work (Part1),” Smashing Magazine, August 6, 2014.Shlomo Goltz, “A Closer Look At Personas: A Guide To Developing The Right Ones(Part 2),” Smashing Magazine, August 13, 2014.

Activities:

Survey of sample projects for audience and engagement and intention.Spokane HistoricalPreserving the Baltimore UprisingGreat World TextsThe Price of FreedomLast Seen

Play Engage!

Homework:

Create a set (3-4) of draft personas for your digital humanities project. Post them toyour blog.Write a blog post about how your plans for engaging your users and tailoring yourwork to their needs, capacities, and interests.

Feb 6: Spatial and Temporal Visualization

Richard White, “What Is Spatial History?,” The Spatial History Project, February 1,2010.Pamela Fletcher and Anne Helmreich,“Local/Global: Mapping Nineteenth-CenturyLondon’s Art Market,” Nineteenth-Century Art Worldwide 11: no. 3 (Autumn 2012).Tim Hitchcock, “Place and the Politics of the Past” (2012)Cameron Blevins, “Space, Nation, and the Triumph of Region: A View of the Worldfrom Houston” Journal of American History (June 2014) and the web companion.Basic Mapping for the Digital Humanities https://sandbox.idre.ucla.edu/sandbox/basics-of-mapping-for-the-digital-humanities

Activities:

Create a StoryMap.Create a timeline using TimelineJSSelect a map relevant to you from the Rumsey Map Collection. Georectify it using thebuilt in Georeferencer or Mapwarper.IPUMS NHGIS


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Tableau: https://www.tableau.com/ (Sign-up for a free trail, download, and install thesoftware. You can then apply for an educational license. Then, you can publish yourwork through Tableau Public.) | Tableau Desktop SupportMapbox: https://www.mapbox.com/Kepler: https://kepler.gl/ | LEADR Kepler TutorialSample georeferenced point data (csv)

Homework:

Try several of these approaches with your materials/data related to your work. Write ablog post that reflects on your geospatial and temporal visualizations. Embed or linkto your work product in your post.

Feb 13: Digital Projects: Notes from the Field

Dr. Hillary Green, University of Alabama

Dr. Green discusses her The Hallowed Grounds: Race, Slavery, and Memoryproject. Created by her using archival sources at her university, the projecthighlights visualizations, transcriptions, primary sources, and other materials forunderstanding the history of slavery at the University of Alabama and its legacy.It is designed to provide individuals who have completed one of the HallowedGround alternate campus tours with expanded opportunities for exploration. It isfor current students, alumni and staff who want to deepen their understanding onthis underappreciated campus history as well as educators who want to enrichtheir courses.

Feb 20: Visualization and Networks

John Theibault, “Visualizations and Historical Arguments,” in Writing History in theDigital Age, ed. Jack Dougherty and Kristen Nawrotzki, 2013.Johanna Drucker, “Humanities Approaches to Graphical Display,” Digital HumanitiesQuarterly 5, no. 1 (2011).Ben Schmidt, Creating Data, http://creatingdata.us/ (2018)Michelle Moravec, “Network Analysis and Feminist Artists,” Artl@s Bulletin 6:3(2017), https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1124&context=artlasGibbs, Frederick W. “New Forms of History: Critiquing Data and Its Representations.”The American Historian, 2016.http://tah.oah.org/february-2016/new-forms-of-history-critiquing-data-and-its-representations/.Shawn Graham, Ian Milligan, and Scott Weingart, “Principles of InformationVisualization,” “Network Analysis,” and “Networks in Practice,” in Exploring BigHistorical Data: The Historian’s Macroscope (Imperial College Press, 2013).Exploring Big Data (Companion Site to The Historian’s Macroscope)http://www.themacroscope.org/2.0/Sarnacki, Brian. “The Complete n00b’s Guide to Gephi”

Activities:


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Visualization Periodic Table – http://www.visual-literacy.org/periodic_table/periodic_table.htmlCritique a visualization from

Rebecca Onion’s Slate Roundup2016

Slate 2015Part 1Part 2

Slate 2014Part 1Part 2

Palladio: http://hdlab.stanford.edu/palladio/Breve: http://hdlab.stanford.edu/breve/Flourish: https://flourish.studio/Write a reflective blog post about DH visualization

Feb 27: Text Mining

Robert Nelson, “Mining the Dispatch: Introduction”Lisa Rhody, “The Story of Stop Words,” http://www.lisarhody.com/the-story-of-stopwords/Underwood, Ted. “Where to Start with Text Mining.” The Stone and the Shell, August14, 2012.Megan R. Brett, “Topic Modeling: A Basic Introduction,” Journal of DigitalHumanities 2, no. 1 (Winter 2012).Ben Schmidt and Mitch Fraas, “Mapping the State of the Union,” The Atlantic(January 18, 2015): https://www.theatlantic.com/politics/archive/2015/01/mapping-the-state-of-the-union/384576/HathiTrust Bookworm

Activities:

Gather a set of plain-text documents (at least 10). Use Voyant Tools or Voyant Serverto explore the corpus. Try some of the visualization options. (Consult the VoyantDocumentation.) (The Documenting the American South: North American SlaveNarratives: https://docsouth.unc.edu/neh/.MALLET: GUI and IntroductionNamed Entity RecognitionPart of Speech Tagger Write a reflective blog post about text mining.

March 6 (Spring Break)

By March 13: Submit an Abstract for your ODH Digital Advancement Grant Proposal(Level 1) and prototype | Proposal Guidelines: https://www.neh.gov/sites/default/files/inline-files/digital-humanities-advancement-grants-Jan-15-2019.pdf

March 13: Teaching and Learning


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Mark Sample, “Building and Sharing When You’re Supposed to Teaching,” samplerealityScholz, R. Trevor, ed. Learning Through Digital Media. Digital Edition. Institute forthe Future of the Book; NYU Libraries, 2011. https://archive.org/details/LearningThroughDigitalMediaL. Sprichiger and J. Jacobson, “Telling an Old Story in a New Way: Raid on Deerfield:The Many Stories of 1704,” (Museums and the Web Proceedings, 2005).Michael Coventry, et. al., “Ways of Seeing: Evidence and Learning in the HistoryClassroom,” Journal of American History 92:4(March, 2006)Accessible U https://accessibility.umn.eduMSU Web accessibility https://webaccess.msu.eduHASTAC: Teaching & Learning Practices: https://www.hastac.org/explore/teaching-learning-practices“#Charlestonsyllabus.” Accessed November 20, 2016. http://www.aaihs.org/resources/charlestonsyllabus/.“Ferguson Syllabus.” Sociologists for Justice (blog), August 21, 2014.https://sociologistsforjustice.org/ferguson-syllabus/.“Prison Abolition Syllabus.” Accessed November 20, 2016. http://www.aaihs.org/prison-abolition-syllabus/.“#StandingRockSyllabus.” NYC Stands with Standing Rock (blog), October 11, 2016.https://nycstandswithstandingrock.wordpress.com/standingrocksyllabus/.“Trump Syllabus 2.0.” Public Books. Accessed November 20, 2016.http://www.publicbooks.org/feature/trump-syllabus-20.

Activities

Develop a digitally inflected teaching exercise related to your work, or a course youmight be likely to teach.Develop and write a justification for a #hashtag syllabus that would have publicrelevance and could be collaboratively generated by scholars in your field.Write a reflective blog post about DH teaching and learning

March 20: Podcasting

Alegi, Peter. “Podcasting the Past: Africa Past and Present and (South) African Historyin the Digital Age.” South African Historical Journal 64, no. 2 (June 1, 2012): 206–20.https://doi.org/10.1080/02582473.2011.640344.Berry, Richard. “A Golden Age of Podcasting? Evaluating Serial in the Context ofPodcast Histories.” Journal of Radio & Audio Media 22, no. 2 (July 3, 2015): 170–78.https://doi.org/10.1080/19376529.2015.1083363.Richardson, Sean. “How To Set Up An Academic Podcast.” Sean Richardson,November 14, 2018. https://richardsonphd.wordpress.com/2018/11/14/how-to-set-up-an-academic-podcast/ .Transom

Basic Podcasting Gear

Activities:


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Editing AudioDownload Audacity (https://www.audacityteam.org/download/)

Audacity TutorialAlternative Tool: Twisted Wave (https://twistedwave.com/)

TW TutorialIn-Class Interview with Colleague about Research

Pre-InterviewCreate Interview QuestionsInterview Colleague (5 mins)Edit InterviewPost Interview

March 27: Open Access (Sharon away)

Peter Suber, “Open Access Overview”Humanities Commons CORE: https://hcommons.org/core/“ERC Scientific Council joins new effort to push for full open access” EuropeanResearch Council: https://erc.europa.eu/news/erc-supports-full-open-access

Activities:

Look up the journals in your field in Sherpa/Romeo: http://www.sherpa.ac.uk/romeo/index.phpWrite a reflective blog post about Open Access

April 3: Scholarly Communications Landscape

“AHA Statement on Policies Regarding the Embargoing of Completed History PhDDissertations,” American Historical Association.Q&A on the AHA’s Statement on Embargoing of History Dissertations (July 24, 2013)William Cronon, “Why Put at Risk the Publishing Options of Our Most VulnerableColleagues?” (July 26, 2013)Rebecca Shrum, “Embargoing Digital Dissertations: A Round-up of the Discussion soFar | Public History Commons.” Read a few of the linked blog posts.Fitzpatrick, Kathleen. “Giving It Away: Sharing and the Future of ScholarlyCommunication.” Journal of Scholarly Publishing 43, no. 4 (June 27, 2012): 347–62.http://dx.doi.org/10.3138/jsp.43.4.347.HumMetricsHSS: http://humetricshss.org/about/Black Perspectives (AAIHS): https://www.aaihs.org/black-perspectives/USIH Blog: https://s-usih.org/blog/Age of Revolutions: https://ageofrevolutions.com/Nursing Clio: https://nursingclio.org/The Junta Blog: https://earlyamericanists.com/

Activities:

Write a blog post about the DH scholarly communications landscape and your place init


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April 10: Project Work

HASTAC Review revision due

April 17: Project Work

April 24: DH@MSU proposal presentation (lightning round: 7 minutes)

May 8: Final Project Revision and 1,200-1,500 word Reflection Due




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PoliciesEdit

University PoliciesACADEMIC HONESTY

Article 2.3.3 of the Academic Freedom Report states that “The student shares with thefaculty the responsibility for maintaining the integrity of scholarship, grades, andprofessional standards.” In addition, the History adheres to the policies on academichonesty as specified in General Student Regulations 1.0, Protection of Scholarship andGrades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/orthe MSU Web site: www.msu.edu.)

Therefore, unless authorized by your instructor, you are expected to complete all courseassignments, including homework, lab work, quizzes, tests and exams, without assistancefrom any source. You are expected to develop original work for this course; therefore, youmay not submit course work you completed for another course to satisfy the requirementsfor this course. Also, you are not authorized to use the www.allmsu.com Web site tocomplete any course work in this course. Students who violate MSU academic integrityrules may receive a penalty grade, including a failing grade on the assignment or in thecourse. Contact your instructor if you are unsure about the appropriateness of your coursework. (See also the Academic Integrity webpage.)

LIMITS TO CONFIDENTIALITY

Essays, journals, and other materials submitted for this class are generally consideredconfidential pursuant to the University’s student record policies. However, studentsshould be aware that University employees, including instructors, may not be able tomaintain confidentiality when it conflicts with their responsibility to report certain issuesto protect the health and safety of MSU community members and others. As theinstructors, we must report the following information to other University offices (includingthe Department of Police and Public Safety) if you share it with either of us:

–Suspected child abuse/neglect, even if this maltreatment happened when you were achild,

–Allegations of sexual assault or sexual harassment when they involve MSU students,faculty, or staff, and


Policies | MSU DH865/HST812 https://msudhseminar.hcommons.org/policies/

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–Credible threats of harm to oneself or to others.

These reports may trigger contact from a campus official who will want to talk with youabout the incident that you have shared. In almost all cases, it will be your decisionwhether you wish to speak with that individual. If you would like to talk about these eventsin a more confidential setting you are encouraged to make an appointment with the MSUCounseling Center.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

(from the Resource Center for Persons with Disabilities (RCPD): Michigan State Universityis committed to providing equal opportunity for participation in all programs, services andactivities. Requests for accommodations by persons with disabilities may be made bycontacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on theweb at rcpd.msu.edu. Once your eligibility for an accommodation has been determined,you will be issued a Verified Individual Services Accommodation (“VISA”) form. Pleasepresent this form to me at the start of the term and/or two weeks prior to theaccommodation date (test, project, etc.). Requests received after this date may not behonored.

DROPS AND ADDS

The last day to add this course is the end of the first week of classes. The last day to dropthis course with a 100 percent refund and no grade reported can be found on the AcademicCalendar. The last day to drop this course with no refund and no grade reported found onthe Academic Calendar. You should immediately make a copy of your amended schedule toverify you have added or dropped this course.

Commercialized Lecture Notes

The Code of Teaching Responsibility requires that students receive the written consent ofthe instructor to sell or otherwise commercialize class notes and materials. Specifically, theCode of Teaching Responsibility states, “Instructors may allow commercialization byincluding permission in the course syllabus or other written statement distributed to allstudents in the class.”

Internet

Some professional journals will not consider a submission for publication if the article hasappeared on the Internet. Please notify your instructor in writing if you do not want yourcourse papers posted to the course Web site.

Disruptive Behavior

Article 2.III.B.4 of the Student Rights and Responsibilities (SRR) for students at MichiganState University states: “The student’s behavior in the classroom shall be conducive to theteaching and learning process for all concerned.” Article 2.III.B.10 of the SRR states that“The student and the faculty share the responsibility for maintaining professionalrelationships based on mutual trust and civility.” General Student Regulation 5.02 states:


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“No student shall . . . interfere with the functions and services of the University (forexample, but not limited to, classes . . .) such that the function or service is obstructed ordisrupted. Students whose conduct adversely affects the learning environment in thisclassroom may be subject to disciplinary action.

Attendance

Students whose names do not appear on the official class list for this course may not attendthis class. Students who fail to attend the first four class sessions or class by the fifth day ofthe semester, whichever occurs first, may be dropped from the course.




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